Additional Required Training Topics: Disaster Preparedness, Response, and Recovery Preparedness take place before the emergency An action plan that lets affected individuals know what to do in particular disaster situations and how to be prepared in advance. This plan should include supplies, protocols and practices. Providers may use the Emergency Preparedness, Response and Recovery template provided by Child Care Licensing, or they may create their own form and plan. Here are some steps you can take to help keep providers, caregivers, additional staff, and the children in your care safe and healthy when an emergency happens: ● Prepare an emergency kit that includes a 3-day supply of necessities for each person, such as food, medicine, water, games, flashlight, and special items to help keep your children calm during an emergency. ● Make a plan to contact children’s guardians and for reunification. ● Talk with staff about the different types of emergencies that can happen in your area and the warning signs for those emergencies. ● Be informed, stay informed a nd get vital information, such as emergency warnings and alerts, from reliable news sources and your local emergency management agency. More information about emergency plans, emergency supply kits, potential disasters, and how to get involved in Utah's preparedness efforts can be found at Be Ready Utah . Response begins the moment you are alerted to an impending emergency and continues as the emergency occurs. ● Providers must take immediate protective measures. Depending on the type and severity of the emergency, providers may need to turn off the gas, water and/or power. ● Providers shall follow procedures used to call for emergency medical assistance. ● Depending on the emergency, authorities may ask you to stay where you are “shelter in place”, or they may recommend that you go somewhere else “evacuate”. ● Render first aid to injured persons. ● Contact Child Care Licensing C hild Care Additional Required Training Topics Resource 10/2020 Recovery happens as soon as the emergency is over. Efforts are focused on food, water, shelter, safety, and the emotional needs of those impacted at this time. The Recovery Phase is likely to involve external emergency services. The priority during this phase is the safety and well being of the children, employees and other involved persons, the minimization of the emergency itself, the removal or minimization of the threat of further injury or damage, and the re-establishment of external services such as power, communications, water etc. Regardless of a child’s age, they may feel upset or have other strong emotions after an emergency. Some children react right away, while others may show signs of difficulty much later. How children react or common signs of distress can vary according to age. Children who have practiced emergency drills and feel safe and secure, with a return to routine after an emergency, will cope best. Providers should still expect emotional and behavioral outbursts for a time after an emergency situation as they recover from the stressful event. Pediatric first aid and cardio pulmonary resuscitation (CPR) To learn CPR properly, take an accredited first-aid training course, including CPR and how to use an automated external defibrillator (AED). If you are untrained and have immediate access to a phone, call 911 before beginning CPR. The dispatcher can instruct you in the proper procedures until help arrives. Before starting C PR , check: ● Is the e nvironment safe for the person? ● Is the person conscious or unconscious? ● If the person appears unconscious, tap or shake his or her shoulder and ask loudly, " Are you OK?" ● If the person doesn't respond and two people are available, have one person call 911 or the local emergency number and get the AED, if one is available, and have the other person begin CPR. ● If you are alone and have immediate access to a telephone, call 911 or your local emergency number before beginning CPR. Place the phone on speaker so you have two hands to work with. Get the AED, if one is available. ● As soon as an AED is available, deliver one shock if instructed by the device, then begin CPR. C hild Care Additional Required Training Topics Resource 10/2020 CPR for Children 4 weeks - 1 year old Compressions - Restore Blood Circulation 1. Place the baby on their back on a firm, flat surface, such as a table. The floor or ground also will do. 2. Imagine a horizontal line drawn between the baby's nipples. Place two fingers of one hand just below this line, in the center of the chest. 3. Gently compress the chest about 1.5 inches (about 4 centimeters). 4. Count aloud as you pump To keep a good pace of compressions use the tempo of one of these songs that are all about 100 beats per minute: 1. Staying Alive by the Bee Gees 2. Dancing Queen by ABBA 3. Cecilia by Simon and Garfunkel 4. Hard To Handle by The Black Crowes Airway After 30 compressions, gently tip the head back by lifting the chin with one hand and pushing down on the forehead with the other hand. Breathing 1. Cover the baby's mouth and nose with your mouth. 2. Prepare to give two rescue breaths. Use the strength of your cheeks to deliver gentle puffs of air (instead of deep breaths from your lungs) to slowly breathe into the baby's mouth one time, taking one second for the breath. 3. If the baby's chest still doesn't rise, continue chest compressions. 4. Give two breaths after every 30 chest compressions. C hild Care Additional Required Training Topics Resource 10/2020 CPR for Children 1 year old - Puberty Compressions 1. Put the child on their back on a firm surface. 2. Kneel next to the child's neck and shoulders. 3. Use two hands, or only one hand if the child is very small, to perform chest compressions. 4. If you haven't been trained in CPR, continue chest compressions until there are signs of movement or until emergency medical personnel take over. If you have been trained in CPR, go on to opening the airway and rescue breathing. Airway If you're trained in CPR and you've performed 30 chest compressions, open the child's airway using the head-tilt, chin-lift maneuver. Put your palm on the child's forehead and gently tilt the head back. Then with the other hand, gently lift the chin forward to open the airway. Breathing: 30 compressions followed by 2 breaths = one cycle 1. Pinch the nostrils shut for mouth-to-mouth breathing and cover the child's mouth with yours, making a seal. 2. Prepare to give two rescue breaths. Give the first rescue breath — lasting one second — and watch to see if the chest rises. If it does rise, give the second breath. If the chest doesn't rise, repeat the head-tilt, chin-lift maneuver and then give the second breath. 3. After the two breaths, immediately begin the next cycle of compressions and breaths. 4. Continue until help arrives. First Aid To learn First Aid take an accredited first-aid training course and get certified. Preserve Life Your first aim is to preserve life by carrying out emergency first aid procedures. Remember, this includes your own life! You should never put yourself or others in danger. C hild Care Additional Required Training Topics Resource 10/2020 Prevent Deterioration The second aim of first aid is to prevent the injured individual’s condition from deteriorating any further. For example, ask a person with a broken limb to stay still and place padding around the injury to prevent the fracture from moving and causing further injury or pain. Promote Recovery Simple first aid can significantly affect the long-term recovery of an injury. For example, quickly cooling a burn will reduce the risk of long-term scarring and will encourage early healing. Back Blows: If an Infant is Choking • Lay the infant face down, along your forearm. Use your thigh or lap for support. Hold the infant's chest in your hand and jaw with your fingers. Point the infant's head downward, lower than the body. • Give up to 5 quick, forceful blows between the infant's shoulder blades. Use the heel of your free hand. Signs of True Choking: Not Choking Inability to cry or make much sound Gagging i s a natural reflex to defend against Weak, ineffective coughing choking - do not intervene when a child is Soft or high-pitched sounds while inhaling gagging Difficulty breathing - ribs and chest retract Coughing or loud noises indicate the airway is Bluish skin color not blocked - give the child a chance to work Loss of consciousness if blockage is not cleared through it on their own Vomiting resulting from gagging and coughing. C hild Care Additional Required Training Topics Resource 10/2020 C hild Care Additional Required Training Topics Resource 10/2020 Additional Required Training Topics: Children with Special Needs The Americans with Disabilities Act (ADA) The ADA requires that child care providers not discriminate against persons with disabilities on the basis of disability, they must provide children and parents with disabilities with an equal opportunity to participate in child care programs. Child care providers cannot exclude children with disabilities from their programs unless their presence would pose a direct threat to the health or safety of others or require a fundamental alteration of the program. Child care providers must make reasonable modifications unless doing so would constitute a fundamental alteration or undue burden. Rocky Mountain ADA is a resource for businesses, individuals and organizations needing guidance on ADA compliance: rockymountainada.org Benefits of Inclusive Child Care Inclusive child care can be beneficial, both for the child with a special need and more typical children in an inclusive classroom.